I wanted to really have an anchor chart that student's can reference for awhile as they work on various writing projects. I began by asking them to get out their white boards. I write the words Possessive Nouns onto my anchor chart. I ask the class to turn to their partner and tell them what a possessive noun is. The majority of the class doesn't know and that is the reason for the lesson.

I then ask if I write a clue would it maybe help them. They agree it would. the first clue I give is to divide the anchor chart into two columns. I then write under the title, progressive noun; shows that the noun has ownership. Neither of these are recognized very well. The light bulbs are starting to come on, with the ownership piece. They now think they have heard of them. I am only willing to give one more clue. I write the 's on the singular side and the s' on the plural. This now has sparked recognition.

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I define progressive nouns for them. I explain that when I talk about my desk, the class nows it's mine. When someone else is going to talk about my desk, they might say, "Put the paper on Mrs. Herman's desk." When we say or write that we are telling our reader that I have some type of ownership over the desk. It does not always mean "own" like paid for, but "own" as if I am responsible for it.

To understand the difference between singular and plural, I ask the class what it is. I was happy when they all seemed to have a good understanding of the difference and when we use them. I explain that in ownership it is very similar. When there is one, I will add the 's. I give an example of the student's desk. I then ay that when I am giving ownership to more than one, I add s'. I give another example, the students' desks. I do not go over irregular possessive nouns, I am going to let that come up naturally for debate.

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It is now time for the class to show me if they can identify the noun and fix the problem. The noun might need an 's or s' to make the sentence correct. Instead of having them complete a whole worksheet just so I can check their understanding, I decide I can get the same result in one sentence. I use three sentences I found in a grammar book. I put them under my document camera.

There are only three. Each one varies in length and complication. To get a quick, but accurate picture, I am going to assign a student a number and that will be the sentence they will write and fix. I will then have control over which students get which sentence.

A student will write the number I give them first and then rewrite the sentence on their white board. I go over the expectations, their fixed sentence is worth five points. 1 point for handwriting, 1point for capitals and punctuation. The last three points go to how you fixed each sentence and if the possessive noun is correct.

I assign a number to each kids and they begin to write. When they are done they will walk over to me and I will check their board with them. I will record their score and tell them what it is and why. I want to give immediate reinforcement for those students who did well. I also want to give feedback if they need it to correct something.

Big Idea:
Because incorporating forms of artistic expression is an important part of learning, students will create a song/poem to explain the events and significance of the events in the book Bud, Not Buddy using voice recorder interactive technology.